Study-abroad programs tend to assume that their destinations are culturally and linguistically homogenous. However, Western English-speaking destinations, particularly metropolitan cities, have become increasingly culturally and linguistically diverse. Considering such sociolinguistic changes in these destinations, this research examines how students negotiate the given multilingual reality with the desire to interact with native English speakers. Drawing on an ethnographic study of South Korean young adults studying English in Toronto, this article shows that to manage the contradiction, the Korean youth categorized various types of English speakers to identify "better" ones for their English learning. However, even though the Korean students strived to access native English speakers, they usually failed to do so because of their limited knowledge and competence of the local culture and language. Furthermore, the Korean students stratified their non-native classmates according to their perceived English proficiency and accents, but confirmed the limitation of their non-native usage of English. Finally, the informants assigned different linguistic roles to each type of English speaker and valued pedagogical interventions for their English learning in the multilingual context.